text:
Part B – Public Charter Schools
Subpart 1 — Charter School Programs
- It is the purpose of this subpart to increase national understanding of the charter schools model by —
- (1) providing financial assistance for the planning, program design, and initial implementation of charter schools;
- (2) evaluating the effects of such schools, including the effects on students, student academic achievement, staff, and parents;
- (3) expanding the number of high-quality charter schools available to students across the Nation; and
- (4) encouraging the States to provide support to charter schools for facilities financing in an amount more nearly commensurate to the amount the States have typically provided for traditional public schools.
- (a) IN GENERAL- The Secretary may award grants to State educational agencies having applications approved pursuant to section 5203 to enable such agencies to conduct a charter school grant program in accordance with this subpart.
- (b) SPECIAL RULE- If a State educational agency elects not to participate in the program authorized by this subpart or does not have an application approved under section 5203, the Secretary may award a grant to an eligible applicant that serves such State and has an application approved pursuant to section 5203(c).
- (c) PROGRAM PERIODS-
- (1) GRANTS TO STATES- Grants awarded to State educational agencies under this subpart shall be for a period of not more than 3 years.
- (2) GRANTS TO ELIGIBLE APPLICANTS- Grants awarded by the Secretary to eligible applicants or subgrants awarded by State educational agencies to eligible applicants under this subpart shall be for a period of not more than 3 years, of which the eligible applicant may use —
- (A) not more than 18 months for planning and program design;
- (B) not more than 2 years for the initial implementation of a charter school; and
- (C) not more than 2 years to carry out dissemination activities described in section 5204(f)(6)(B).
- (d) LIMITATION- A charter school may not receive —
- (1) more than one grant for activities described in subparagraphs (A) and (B) of subsection (c)(2); or
- (2) more than one grant for activities under subparagraph (C) of subsection (c)(2).
- (1) IN GENERAL- In awarding grants under this subpart for fiscal year 2002 or any succeeding fiscal year from any funds appropriated under section 5211 (other than funds reserved to carry out section 5205(b)), the Secretary shall give priority to States to the extent that the States meet the criteria described in paragraph (2) and one or more of the criteria described in subparagraph (A), (B), or (C) of paragraph (3).
- (2) REVIEW AND EVALUATION PRIORITY CRITERIA- The criteria referred to in paragraph (1) are that the State provides for periodic review and evaluation by the authorized public chartering agency of each charter school, at least once every 5 years unless required more frequently by State law, to determine whether the charter school is meeting the terms of the school's charter, and is meeting or exceeding the student academic achievement requirements and goals for charter schools as set forth under State law or the school's charter.
- (3) PRIORITY CRITERIA- The criteria referred to in paragraph (1) are the following:
- (A) The State has demonstrated progress, in increasing the number of high-quality charter schools that are held accountable in the terms of the schools' charters for meeting clear and measurable objectives for the educational progress of the students attending the schools, in the period prior to the period for which a State educational agency or eligible applicant applies for a grant under this subpart.
- (B) The State —
- (i) provides for one authorized public chartering agency that is not a local educational agency, such as a State chartering board, for each individual or entity seeking to operate a charter school pursuant to such State law; or
- (ii) in the case of a State in which local educational agencies are the only authorized public chartering agencies, allows for an appeals process for the denial of an application for a charter school.
- (C) The State ensures that each charter school has a high degree of autonomy over the charter school's budgets and expenditures.
- (f) AMOUNT CRITERIA- In determining the amount of a grant to be awarded under this subpart to a State educational agency, the Secretary shall take into consideration the number of charter schools that are operating, or are approved to open, in the State.
- (a) APPLICATIONS FROM STATE AGENCIES- Each State educational agency desiring a grant from the Secretary under this subpart shall submit to the Secretary an application at such time, in such manner, and containing or accompanied by such information as the Secretary may require.
- (b) CONTENTS OF A STATE EDUCATIONAL AGENCY APPLICATION- Each application submitted pursuant to subsection (a) shall —
- (1) describe the objectives of the State educational agency's charter school grant program and a description of how such objectives will be fulfilled, including steps taken by the State educational agency to inform teachers, parents, and communities of the State educational agency's charter school grant program; and
- (2) describe how the State educational agency —
- (A) will inform each charter school in the State regarding —
- (i) Federal funds that the charter school is eligible to receive; and
- (ii) Federal programs in which the charter school may participate;
- (B) will ensure that each charter school in the State receives the charter school's commensurate share of Federal education funds that are allocated by formula each year, including during the first year of operation of the charter school; and
- (C) will disseminate best or promising practices of charter schools to each local educational agency in the State; and
- (3) contain assurances that the State educational agency will require each eligible applicant desiring to receive a subgrant to submit an application to the State educational agency containing —
- (A) a description of the educational program to be implemented by the proposed charter school, including —
- (i) how the program will enable all students to meet challenging State student academic achievement standards;
- (ii) the grade levels or ages of children to be served; and
- (iii) the curriculum and instructional practices to be used;
- (B) a description of how the charter school will be managed;
- (C) a description of —
- (i) the objectives of the charter school; and
- (ii) the methods by which the charter school will determine its progress toward achieving those objectives;
- (D) a description of the administrative relationship between the charter school and the authorized public chartering agency;
- (E) a description of how parents and other members of the community will be involved in the planning, program design, and implementation of the charter school;
- (F) a description of how the authorized public chartering agency will provide for continued operation of the school once the Federal grant has expired, if such agency determines that the school has met the objectives described in subparagraph (C)(i);
- (G) a request and justification for waivers of any Federal statutory or regulatory provisions that the eligible applicant believes are necessary for the successful operation of the charter school, and a description of any State or local rules, generally applicable to public schools, that will be waived for, or otherwise not apply to, the school;
- (H) a description of how the subgrant funds or grant funds, as appropriate, will be used, including a description of how such funds will be used in conjunction with other Federal programs administered by the Secretary;
- (I) a description of how students in the community will be —
- (i) informed about the charter school; and
- (ii) given an equal opportunity to attend the charter school;
- (J) an assurance that the eligible applicant will annually provide the Secretary and the State educational agency such information as may be required to determine if the charter school is making satisfactory progress toward achieving the objectives described in subparagraph (C)(i);
- (K) an assurance that the eligible applicant will cooperate with the Secretary and the State educational agency in evaluating the program assisted under this subpart;
- (L) a description of how a charter school that is considered a local educational agency under State law, or a local educational agency in which a charter school is located, will comply with sections 613(a)(5) and 613(e)(1)(B) of the Individuals with Disabilities Education Act;
- (M) if the eligible applicant desires to use subgrant funds for dissemination activities under section 5202(c)(2)(C), a description of those activities and how those activities will involve charter schools and other public schools, local educational agencies, developers, and potential developers; and
- (N) such other information and assurances as the Secretary and the State educational agency may require.
- (c) ELIGIBLE APPLICANT APPLICATION- Each eligible applicant desiring a grant pursuant to section 5202(b) shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may reasonably require.
- (d) CONTENTS OF ELIGIBLE APPLICANT APPLICATION- Each application submitted pursuant to subsection (c) shall contain —
- (1) the information and assurances described in subparagraphs (A) through (N) of subsection (b)(3), except that for purposes of this subsection subparagraphs (J), (K), and (N) of such subsection shall be applied by striking and the State educational agency' each place such term appears;
- (2) assurances that the State educational agency —
- (A) will grant, or will obtain, waivers of State statutory or regulatory requirements; and
- (B) will assist each subgrantee in the State in receiving a waiver under section 5204(e); and
- (3) assurances that the eligible applicant has provided its authorized public chartering authority timely notice, and a copy, of the application, except that the State educational agency (or the Secretary, in the case of an application submitted to the Secretary) may waive the requirement of this paragraph in the case of an application for a precharter planning grant or subgrant if the authorized public chartering authority to which a charter school proposal will be submitted has not been determined at the time the grant or subgrant application is submitted.
- (a) SELECTION CRITERIA FOR STATE EDUCATIONAL AGENCIES- The Secretary shall award grants to State educational agencies under this subpart on the basis of the quality of the applications submitted under section 5203(b), after taking into consideration such factors as —
- (1) the contribution that the charter schools grant program will make to assisting educationally disadvantaged and other students in meeting State academic content standards and State student academic achievement standards;
- (2) the degree of flexibility afforded by the State educational agency to charter schools under the State's charter schools law;
- (3) the ambitiousness of the objectives for the State charter school grant program;
- (4) the quality of the strategy for assessing achievement of those objectives;
- (5) the likelihood that the charter school grant program will meet those objectives and improve educational results for students;
- (6) the number of high-quality charter schools created under this subpart in the State; and
- (7) in the case of State educational agencies that propose to use grant funds to support dissemination activities under subsection (f)(6)(B), the quality of those activities and the likelihood that those activities will improve student academic achievement.
- (b) SELECTION CRITERIA FOR ELIGIBLE APPLICANTS- The Secretary shall award grants to eligible applicants under this subpart on the basis of the quality of the applications submitted under section 5203(c), after taking into consideration such factors as —
- (1) the quality of the proposed curriculum and instructional practices;
- (2) the degree of flexibility afforded by the State educational agency and, if applicable, the local educational agency to the charter school;
- (3) the extent of community support for the application;
- (4) the ambitiousness of the objectives for the charter school;
- (5) the quality of the strategy for assessing achievement of those objectives;
- (6) the likelihood that the charter school will meet those objectives and improve educational results for students; and
- (7) in the case of an eligible applicant that proposes to use grant funds to support dissemination activities under subsection (f)(6)(B), the quality of those activities and the likelihood that those activities will improve student achievement.
- (c) PEER REVIEW- The Secretary, and each State educational agency receiving a grant under this subpart, shall use a peer review process to review applications for assistance under this subpart.
- (d) DIVERSITY OF PROJECTS- The Secretary and each State educational agency receiving a grant under this subpart, shall award grants and subgrants under this subpart in a manner that, to the extent possible, ensures that such grants and subgrants —
- (1) are distributed throughout different areas of the Nation and each State, including urban and rural areas; and
- (2) will assist charter schools representing a variety of educational approaches, such as approaches designed to reduce school size.
- (e) WAIVERS- The Secretary may waive any statutory or regulatory requirement over which the Secretary exercises administrative authority except any such requirement relating to the elements of a charter school described in section 5210(1), if —
- (1) the waiver is requested in an approved application under this subpart; and
- (2) the Secretary determines that granting such a waiver will promote the purpose of this subpart.
- (f) USE OF FUNDS-
- (1) STATE EDUCATIONAL AGENCIES- Each State educational agency receiving a grant under this subpart shall use such grant funds to award subgrants to one or more eligible applicants in the State to enable such applicant to plan and implement a charter school in accordance with this subpart, except that the State educational agency may reserve not more than 10 percent of the grant funds to support dissemination activities described in paragraph (6).
- (2) ELIGIBLE APPLICANTS- Each eligible applicant receiving funds from the Secretary or a State educational agency shall use such funds to plan and implement a charter school, or to disseminate information about the charter school and successful practices in the charter school, in accordance with this subpart.
- (3) ALLOWABLE ACTIVITIES- An eligible applicant receiving a grant or subgrant under this subpart may use the grant or subgrant funds only for —
- (A) post-award planning and design of the educational program, which may include —
- (i) refinement of the desired educational results and of the methods for measuring progress toward achieving those results; and
- (ii) professional development of teachers and other staff who will work in the charter school; and
- `(B) initial implementation of the charter school, which may include—
- `(i) informing the community about the school;
- `(ii) acquiring necessary equipment and educational materials and supplies;
- `(iii) acquiring or developing curriculum materials; and
- `(iv) other initial operational costs that cannot be met from State or local sources.
- `(A) STATE EDUCATIONAL AGENCY ADMINISTRATIVE EXPENSES- Each State educational agency receiving a grant pursuant to this subpart may reserve not more than 5 percent of such grant funds for administrative expenses associated with the charter school grant program assisted under this subpart.
- `(B) LOCAL ADMINISTRATIVE EXPENSES- A local educational agency may not deduct funds for administrative fees or expenses from a subgrant awarded to an eligible applicant, unless the eligible applicant enters voluntarily into a mutually agreed upon arrangement for administrative services with the relevant local educational agency. Absent such approval, the local educational agency shall distribute all such subgrant funds to the eligible applicant without delay.
- `(5) REVOLVING LOAN FUNDS- Each State educational agency receiving a grant pursuant to this subpart may reserve not more than 10 percent of the grant funds for the establishment of a revolving loan fund. Such fund may be used to make loans to eligible applicants that have received a subgrant under this subpart, under such terms as may be determined by the State educational agency, for the initial operation of the charter school grant program of the eligible applicant until such time as the recipient begins receiving ongoing operational support from State or local financing sources.
- `(A) IN GENERAL- A charter school may apply for funds under this subpart, whether or not the charter school has applied for or received funds under this subpart for planning, program design, or implementation, to carry out the activities described in subparagraph (B) if the charter school has been in operation for at least 3 consecutive years and has demonstrated overall success, including—
- `(i) substantial progress in improving student academic achievement;
- `(ii) high levels of parent satisfaction; and
- `(iii) the management and leadership necessary to overcome initial start-up problems and establish a thriving, financially viable charter school.
- `(B) ACTIVITIES- A charter school described in subparagraph (A) may use funds reserved under paragraph (1) to assist other schools in adapting the charter school's program (or certain aspects of the charter school's program), or to disseminate information about the charter school, through such activities as—
- `(i) assisting other individuals with the planning and start-up of one or more new public schools, including charter schools, that are independent of the assisting charter school and the assisting charter school's developers, and that agree to be held to at least as high a level of accountability as the assisting charter school;
- `(ii) developing partnerships with other public schools, including charter schools, designed to improve student academic achievement in each of the schools participating in the partnership;
- `(iii) developing curriculum materials, assessments, and other materials that promote increased student achievement and are based on successful practices within the assisting charter school; and
- `(iv) conducting evaluations and developing materials that document the successful practices of the assisting charter school and that are designed to improve student performance in other schools.
- `(g) TRIBALLY CONTROLLED SCHOOLS- Each State that receives a grant under this subpart and designates a tribally controlled school as a charter school shall not consider payments to a school under the Tribally Controlled Schools Act of 1988 (25 U.S.C. 2507) in determining—
- `(1) the eligibility of the school to receive any other Federal, State, or local aid; or
- `(2) the amount of such aid.
- (a) IN GENERAL- The Secretary shall reserve for each fiscal year the greater of 5 percent or $5,000,000 of the amount appropriated to carry out this subpart, except that in no fiscal year shall the total amount so reserved exceed $8,000,000, to carry out the following activities:
- (1) To provide charter schools, either directly or through State educational agencies, with —
- (A) information regarding —
- (i) Federal funds that charter schools are eligible to receive; and
- (ii) other Federal programs in which charter schools may participate; and
- (B) assistance in applying for Federal education funds that are allocated by formula, including assistance with filing deadlines and submission of applications.
- (2) To provide for other evaluations or studies that include the evaluation of the impact of charter schools on student academic achievement, including information regarding —
- (A) students attending charter schools reported on the basis of race, age, disability, gender, limited English proficiency, and previous enrollment in public school; and
- (B) the professional qualifications of teachers within a charter school and the turnover of the teaching force.
- (3) To provide —
- (A) information to applicants for assistance under this subpart;
- (B) assistance to applicants for assistance under this subpart with the preparation of applications under section 5203;
- (C) assistance in the planning and startup of charter schools;
- (D) training and technical assistance to existing charter schools; and
- (E) for the dissemination to other public schools of best or promising practices in charter schools.
- (4) To provide (including through the use of one or more contracts that use a competitive bidding process) for the collection of information regarding the financial resources available to charter schools, including access to private capital, and to widely disseminate to charter schools any such relevant information and model descriptions of successful programs.
- (5) To carry out evaluations of, technical assistance for, and information dissemination regarding, the per-pupil facilities aid programs. In carrying out the evaluations, the Secretary may carry out one or more evaluations of State programs assisted under this subsection, which shall, at a minimum, address —
- (A) how, and the extent to which, the programs promote educational equity and excellence; and
- (B) the extent to which charter schools supported through the programs are —
- (i) held accountable to the public;
- (ii) effective in improving public education; and
- (iii) open and accessible to all students.
- (1) DEFINITION OF PER-PUPIL FACILITIES AID PROGRAM- In this subsection, the term per-pupil facilities aid program' means a program in which a State makes payments, on a per-pupil basis, to charter schools to provide the schools with financing —
- (A) that is dedicated solely for funding charter school facilities; or
- (B) a portion of which is dedicated for funding charter school facilities.
- (A) IN GENERAL- From the amount made available to carry out this subsection under paragraphs (2) and (3)(B) of section 5211(b) for any fiscal year, the Secretary shall make grants, on a competitive basis, to States to pay for the Federal share of the cost of establishing or enhancing, and administering per-pupil facilities aid programs.
- (B) PERIOD- The Secretary shall award grants under this subsection for periods of not more than 5 years.
- (C) FEDERAL SHARE- The Federal share of the cost described in subparagraph (A) for a per-pupil facilities aid program shall be not more than —
- (i) 90 percent of the cost, for the first fiscal year for which the program receives assistance under this subsection;
- (ii) 80 percent in the second such year;
- (iii) 60 percent in the third such year;
- (iv) 40 percent in the fourth such year; and
- (v) 20 percent in the fifth such year.
- (A) IN GENERAL- A State that receives a grant under this subsection shall use the funds made available through the grant to establish or enhance, and administer, a per-pupil facilities aid program for charter schools in the State.
- (B) EVALUATIONS; TECHNICAL ASSISTANCE; DISSEMINATION- From the amount made available to a State through a grant under this subsection for a fiscal year, the State may reserve not more than 5 percent to carry out evaluations, to provide technical assistance, and to disseminate information.
- (C) SUPPLEMENT, NOT SUPPLANT- Funds made available under this subsection shall be used to supplement, and not supplant, State and local public funds expended to provide per pupil facilities aid programs, operations financing programs, or other programs, for charter schools.
- (A) VOLUNTARY PARTICIPATION- No State may be required to participate in a program carried out under this subsection.
- (B) STATE LAW- To be eligible to receive a grant under this subsection, a State shall establish or enhance, and administer, a per-pupil facilities aid program for charter schools in the State, that —
- (i) is specified in State law; and
- (ii) provides annual financing, on a per-pupil basis, for charter school facilities.
- (5) APPLICATIONS- To be eligible to receive a grant under this subsection, a State shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require.
- (6) PRIORITIES- In making grants under this subsection, the Secretary shall give priority to States that meet the criteria described in paragraph (2), and subparagraphs (A), (B), and (C) of paragraph (3), of section 5202(e).
- (c) RULE OF CONSTRUCTION- Nothing in this section shall be construed to require charter schools to collect any data described in subsection (a).
- (a) IN GENERAL- For purposes of the allocation to schools by the States or their agencies of funds under part A of title I, and any other Federal funds which the Secretary allocates to States on a formula basis, the Secretary and each State educational agency shall take such measures as are necessary to ensure that every charter school receives the Federal funding for which the charter school is eligible not later than 5 months after the charter school first opens, notwithstanding the fact that the identity and characteristics of the students enrolling in that charter school are not fully and completely determined until that charter school actually opens. The measures similarly shall ensure that every charter school expanding its enrollment in any subsequent year of operation receives the Federal funding for which the charter school is eligible not later than 5 months after such expansion.
- (b) ADJUSTMENT AND LATE OPENINGS-
- (1) IN GENERAL- The measures described in subsection (a) shall include provision for appropriate adjustments, through recovery of funds or reduction of payments for the succeeding year, in cases where payments made to a charter school on the basis of estimated or projected enrollment data exceed the amounts that the school is eligible to receive on the basis of actual or final enrollment data.
- (2) RULE- For charter schools that first open after November 1 of any academic year, the State, in accordance with guidance provided by the Secretary and applicable Federal statutes and regulations, shall ensure that such charter schools that are eligible for the funds described in subsection (a) for such academic year have a full and fair opportunity to receive those funds during the charter schools' first year of operation.
- To the extent practicable, the Secretary shall ensure that administrators, teachers, and other individuals directly involved in the operation of charter schools are consulted in the development of any rules or regulations required to implement this subpart, as well as in the development of any rules or regulations relevant to charter schools that are required to implement part A of title I, the Individuals with Disabilities Education Act, or any other program administered by the Secretary that provides education funds to charter schools or regulates the activities of charter schools.
- State educational agencies and local educational agencies, to the extent practicable, shall ensure that a student's records and, if applicable, a student's individualized education program as defined in section 602(11) of the Individuals with Disabilities Education Act, are transferred to a charter school upon the transfer of the student to the charter school, and to another public school upon the transfer of the student from a charter school to another public school, in accordance with applicable State law.
- To the extent practicable, the Secretary and each authorized public chartering agency shall ensure that implementation of this subpart results in a minimum of paperwork for any eligible applicant or charter school.
- In this subpart:
- (1) CHARTER SCHOOL- The term charter school' means a public school that —
- (A) in accordance with a specific State statute authorizing the granting of charters to schools, is exempt from significant State or local rules that inhibit the flexible operation and management of public schools, but not from any rules relating to the other requirements of this paragraph;
- (B) is created by a developer as a public school, or is adapted by a developer from an existing public school, and is operated under public supervision and direction;
- (C) operates in pursuit of a specific set of educational objectives determined by the school's developer and agreed to by the authorized public chartering agency;
- (D) provides a program of elementary or secondary education, or both;
- (E) is nonsectarian in its programs, admissions policies, employment practices, and all other operations, and is not affiliated with a sectarian school or religious institution;
- (F) does not charge tuition;
- (G) complies with the Age Discrimination Act of 1975, title VI of the Civil Rights Act of 1964, title IX of the Education Amendments of 1972, section 504 of the Rehabilitation Act of 1973, and part B of the Individuals with Disabilities Education Act;
- (H) is a school to which parents choose to send their children, and that admits students on the basis of a lottery, if more students apply for admission than can be accommodated;
- (I) agrees to comply with the same Federal and State audit requirements as do other elementary schools and secondary schools in the State, unless such requirements are specifically waived for the purpose of this program;
- (J) meets all applicable Federal, State, and local health and safety requirements;
- (K) operates in accordance with State law; and
- (L) has a written performance contract with the authorized public chartering agency in the State that includes a description of how student performance will be measured in charter schools pursuant to State assessments that are required of other schools and pursuant to any other assessments mutually agreeable to the authorized public chartering agency and the charter school.
- (2) DEVELOPER- The term developer' means an individual or group of individuals (including a public or private nonprofit organization), which may include teachers, administrators and other school staff, parents, or other members of the local community in which a charter school project will be carried out.
- (3) ELIGIBLE APPLICANT- The term eligible applicant' means a developer that has —
- (A) applied to an authorized public chartering authority to operate a charter school; and
- (B) provided adequate and timely notice to that authority under section 5203(d)(3).
- (4) AUTHORIZED PUBLIC CHARTERING AGENCY- The term authorized public chartering agency' means a State educational agency, local educational agency, or other public entity that has the authority pursuant to State law and approved by the Secretary to authorize or approve a charter school.
- (a) IN GENERAL- There are authorized to be appropriated to carry out this subpart $300,000,000 for fiscal year 2002 and such sums as may be necessary for each of the 5 succeeding fiscal years.
- (b) RESERVATION- From the amount appropriated under subsection (a) for each fiscal year, the Secretary shall reserve —
- (1) $200,000,000 to carry out this subpart, other than section 5205(b); and
- (2) any funds in excess of $200,000,000, that do not exceed $300,000,000, to carry out section 5205(b); and
- (3)(A) 50 percent of any funds in excess of $300,000,000 to carry out this subpart, other than section 5205(b); and
- (B) 50 percent of any funds in excess of $300,000,000 to carry out section 5205(b).
Previous | Table of Contents | Next |


text:
The Following is a brief guide to Civil Process for the citizens of Wright County.
We have provided information (Menu on the left) which answers the most common questions received by our staff. The information presented is not comprehensive. It does not provide legal advice, nor does it attempt to suggest a course of action if there are legal issues to be resolved. If you need legal advice, please contact an attorney. Our office is not permitted to provide legal advice nor can we recommend any specific attorney.
We hope this web site will be beneficial. Should you have any questions, please contact the Wright County Sheriff's Office Civil Department.
Wright County Sheriff's Office is Located at 3800 Braddock Ave NE, Buffalo, MN 55313. Phone # (763) 682-7646 or (763) 682-7647.You can email our Civil Process Division.

subset: commoncrawl


text:
Children's Hospital is part of the UPMC family.
Our Sites
Be safe anytime, anywhere.
To find a pediatrician or pediatric specialist, please call 412-692-7337 or search our directory.
A resource for our network of referring physicians.
For more information about research, please call our main office at 412-692-6438.
Ranked #8 Nationally by U.S. News & World Report.
At UPMC Children's Hospital of Pittsburgh, we believe parents and guardians can contribute to the success of this test and invite you to participate. Please read the following information to learn about the scan and how you can help.
To make a referral, schedule an appointment, or request an evaluation for a child or teen, contact us at 412-692-6928 or email firstname.lastname@example.com.
Positron (POZ-it-tron) emission (e-MISS-shun) tomography (toe-MOG-ruff-ee)–also called a PET scan–is a safe test that gives doctors special pictures of the human body. Other similar tests, such MRI and CT scans, take detailed pictures of the body as well, including the brain. A PET scan takes pictures of chemical and other changes in the brain that MRI and CT scans cannot show. These detailed pictures of the brain's activity that PET scans provide help doctors diagnose a problem, choose the best treatment and see how well the treatment is working.
This test involves a computer-based PET scanner and a special liquid known as a radiopharmaceutical (RAY-dee-oh-far-ma-SOO-tick-ool). The liquid has very small amounts of radioactive molecules in it but is completely safe and will not hurt your child. The liquid is given through a shot. Once it reaches the part of the body that is being tested, it sends signals that can be read by the PET scanner and made into the pictures that the doctors will look at.
A PET scan is done in three stages. First, your child will be given a shot of the special liquid (radiopharmaceutical). Next, there is a waiting period. Then, there is the PET scan itself.
Now, your child is ready for the last stage – the PET scan itself. The PET scanner looks like a big donut with a hole in the middle and a table that slides into it. The PET scanner will not touch your child's body and the scan will not hurt at all. You may stay with your child during the entire test.
We welcome your help and support during this test. One parent or guardian is invited to join your child in the exam room and scan room. Other adults and children must stay in the waiting area.
After the PET scan, the quality of the pictures will be checked. If they are of good quality, the test is complete.
If your child has any special needs or health issues you feel the doctor or assistant performing the scan needs to know about, please call the Division of Neurology at Children's Hospital of Pittsburgh before the scan and ask to speak with a nurse. It is important to notify us in advance about any special needs.
Children's Hospital's main campus is located in the Lawrenceville neighborhood. Our main hospital address is:
UPMC Children's Hospital of Pittsburgh One Children's Hospital Way 4401 Penn Ave. Pittsburgh, PA 15224
In addition to the main hospital, Children's has many convenient locations in other neighborhoods throughout the greater Pittsburgh region.
With MyCHP, you can request appointments, review test results, and more.
For questions about a hospital bill call:
To pay your bill online, please visit UPMC's online bill payment system.
Interested in giving to Children's Hospital? Support the hospital by making a donation online, joining our Heroes in Healing monthly donor program, or visiting our site to learn about the other ways you can give back.


text:
Seems that we had a perfect storm of Real Life slam into the TNB offices last week. First with Fim's infection and then somehow, it spread to my computer and it crashed, taking with it my side of the interview with Euripedes. However, we have been in contact with Rip and he will be back on the show in the next couple of weeks to redo the Boss fight, I mean the interview.
Thank god he was so understanding and that you guys are so patient. We <3 you!
Also as a reminder, Fim will be hanging with BRK and Mania outside the Waterfordlakes Game Stop in Orlando.
I will be hanging and drinking at the Dolphin Mall in Miami.
For all the lunatics, like us, if you are going to be at a Midnight Event, call the voicemail and, please, please, please leave us a message! The number again is: 206-203-4546
If you want Fim to bombard BRK and Mania with questions, feel free to write them in the comments or send us a voicemail!
I will be bothering complete strangers in line tomorrow (strange things happen when I drink) so if you would like me to ask something silly, bring it on!
I will see or speak to you guys tomorrow!


text:
Kantor Center for the Study of Contemporary European Jewry
The Kantor Center's Program for Study of Antisemitism and Racism at Tel Aviv University released their 2011 Antisemitism Report on Wednesday.
The report noted both a "continuation and even escalation of harassment and incitement" and a "considerable decline in major violent incidents world wide" targeting Jews during 2011.
"The year 2011 marked a worldwide continuation and even escalation of acts of harassment and incitement, including verbal threats, insults and abusive language and behavior. Such acts have increased dramatically in recent years in various parts of the world, yet the most troubling phenomenon is in-your-face harassment, a daily occurrence, especially in Western Europe, as well as in Australia and Canada, mainly against visible Jews, in the street, in public places and in the vicinity of Jewish sites, and against children and youth in schools. These acts are not fully reported due to the lack of proper monitoring in some countries, and cannot be counted," the report summary read.
"The level of major violent incidents (with or without the use of weapons, vandalism and direct threats) decreased in 2011 by 27% compared to 2010 (446 and 614, respectively – the US is only partly included). The decline in the UK (105 cases), France (114) and Canada (68), where 63% of all major violent incidents worldwide were registered, and where large Jewish communities reside, had an impact on the overall statistics. In other countries, such as Australia, Belgium, Ukraine the numbers of these incidents remained almost the same, , and in others such as Lithuania and Belarus it even increased. Still, statistical data shows that physical violence remained on a high level compared to former years, and that attacks turned more brutal and harmful.
"The reasons for the decline in the number of major violent incidents are not clear cut: they may include the absence of a major confrontation between Israelis and Palestinians, such as Operation Cast Lead in 2009 and the Marmara flotilla in 2010, which had sparked violent action against Jews; the fact that much of the far right violent activity was directed in 2011 against Muslim, Roma and other immigrant minorities; the "Arab Spring" which perhaps attracted much attention among Muslim youth in Europe; the growing number of complaints and litigations successfully filed by Jewish individuals and organizations against perpetrators and inciters; and the intensified efforts of Governmental agencies and NGOs to promote legislative and public tools against racism, antisemitism included.
"Reasons for the continuing high level of harassment and incitement may include: radicalization among young Muslims mostly from immigrant families and growing acceptance of antisemitic allegations; escalated animosity among militant extreme rightists whose activity intensified probably because of the economic crisis and the problems posed by multiculturalism; the growing use of the cyberspace, with its websites, blogs and social networks, which readily disseminates antisemitic messages, and anti-Zionist and anti-Israeli incitement often expressed in antisemitic terms. These messages are loudly heard in university and college campuses as well as in mosques, and are carried by the BDS (Boycott, Divestment and Sanction) campaigners; and the atmosphere created by the radical left's rhetoric and by expressions and accusations used and leveled in the mainstream discourse.
"The main allegations against the Jewish communities and Israel, perceived as a Jewish state, continue to be the holding of global power, including control over world economy, and constant conspiring according to Israel's interests, thus being responsible for economic and political crises, including incitement for and against the revolutions in the Arab world. These allegations are coupled with the labeling of Israel as a racist, Nazi-like illegitimate state, and its supporters as accomplices to an evil entity," the summary concluded.


text:
SYDNEY, AUSTRALIA–(Marketwired – Feb 5, 2014) – TIBCO Software Inc. (NASDAQ: TIBX) today announced that Australian-based accounting group HLB Mann Judd and Australian real estate agency Compton Green have deployed tibbr® to streamline internal communications, easily tap into coworkers' expertise and better share information across disparate business lines as both companies experience rapid growth. tibbr enabled HLB Mann Judd and Compton Green to move away from legacy technologies to a collaborative, secure cloud platform where employees have a single place for their work activities.
As a leading mid-tier accounting firm in Australasia, HLB Mann Judd was seeking a solution to increase collegiality across their multiple business lines by moving away from email and multiple intranets to standardize on a single, company-wide platform for collaboration. Alongside their expansion, HLB Mann Judd was undergoing a strategic external branding exercise, requiring transparency on the initiative across the employee base. tibbr was selected because it enabled users to share knowledge and files easily regardless of location or device; it could be customized to match the HLB brand look and feel; and lastly due to the trusted advisor role that TIBCO established with key stakeholders in the project.
"As we continue to expand, we needed to align strategic planning and external branding, so we were in search of a tool to enable collaboration and better communication across our association," said Jacqui Walford, director of marketing and business development, HLB Mann Judd. "With tibbr, we now have a space for continuous and organized knowledge sharing, and more immediate and easy access to information and documents, creating a culture transparency that wasn't possible before."
Compton Green is the largest independent real estate agency in western Melbourne. With a growing workforce of young sales associates who often work remotely in the field, it needed a modern and very simple way to more efficiently execute on projects and collaborate on activities surrounding the marketing and sale of properties. Compton Green selected tibbr for its intuitive mobile applications and subject-based approach, which ensures the right information is delivered to the right person at the right time.
"We're a fast-growing business with a highly expanding mobile workforce, and we needed a tool that would connect our team and help foster real-time conversations despite where our co-workers may be," said Adrian Butera, director, Compton Green. "tibbr provides a single destination for our team to carry out daily work activities and collaborate on them with each other."
"Maintaining a collaborative and productive work environment at a period of rapid growth can be challenging," said Ram Menon, president, social computing, TIBCO. "tibbr is a flexible platform that will enable both HLB Mann Judd and Compton Green to bring together vital information at their fingertips, ultimately empowering people to work in a more effective way."
About tibbr
With millions of paid users in more than 100 countries, tibbr is the enterprise social networking platform that is revolutionizing the way we work, collaborate, learn and share. tibbr connects people, applications and data in context in an entirely personal way. tibbr brings together what matters — to individuals or groups — to get work done better, faster. It's an open, intensely flexible platform that can be delivered on premise or in the cloud. Learn more about tibbr at www.tibbr.com.
About TIBCO
TIBCO Software Inc. (NASDAQ: TIBX) is a global leader in infrastructure and business intelligence software. Whether it's optimizing inventory, cross-selling products, or averting crisis before it happens, TIBCO uniquely delivers the Two-Second Advantage® — the ability to capture the right information at the right time and act on it preemptively for a competitive advantage. With a broad mix of innovative products and services, TIBCO is the strategic technology partner trusted by businesses around the world. Learn more about TIBCO at www.tibco.com.
TIBCO, TIBCO Software, tibbr, and Two-Second Advantage are trademarks or registered trademarks of TIBCO Software Inc. in the United States or its subsidiaries in the United States and/or other countries.
Media Contact:
Leslie Moore
TIBCO Software Inc.
(650) 846-5025
Support InfoStride News' Credible Journalism: Only credible journalism can guarantee a fair, accountable and transparent society, including democracy and government. It involves a lot of efforts and money. We need your support. Click here to Donate


text:
Attention Savvy Stylers
Find a new favorite flat iron? Have a healthy hairstyling tip? A must-have potion for those lovely locks? Tell us!
Send us your hairstyling tips, product reviews, questions, blog entries, you name it! We may feature it online on our blog or in an upcoming newsletter. How cool is that? It's like being semi-famous without the pesky paparazzi.
Just submit your comment below, or you can always send an email to email@example.com.
Go ahead, talk to us!


text:
- First, the raw performance data going back to 1871 in chart form (click to enlarge).
- How unusual is such an event, from a statistical standpoint? Let's look at the next chart, a familiar distribution histogram (click to enlarge). The median 6-month performance is +3.1% (the mean is 2.7%) and the standard deviation around it (known as sigma, denoted by the Greek letter "σ") is 12.2%.
How often does S&P 500 move from -40% to +40% within six months, i.e. how frequent are such sharply positive V-type reversals? We can identify only two previous occurrences, and they both happened between May 1932 and September 1933 (see chart below, click to enlarge).
How can we explain what has happened in the last six months? What is the market anticipating?
This extraordinarily rare performance indicates speculators' bets that Mr. Bernanke's massive monetarist experiment will succeed. To wit, that his enormous bailout of the financial system will prevent the credit crisis from mutating into a virulent economic crisis.
How accurate is the speculators' analysis? Well... let's just say that they're largely talking their own book. People who now call the shots in the Fed, Treasury and White House are confirmed monetarists from the Milton Friedman - Alan Greenspan school of thought, itself harking as far back as Irving Fisher, the infamous "permanent high plateau" economist who lost a fortune in the stockmarket after the 1929 Crash because he simply couldn't believe the Fed would be so conservative.
By reverse analogy, could it be that the economy will continue weakening despite the Fed's largesse? That's what I think, because today's fundamental economic problem is not a lack of adequate liquidity (and the Fed can only affect that), but a lack of enough earned income to properly service the enormous debt that households have assumed. In other words, it's a solvency problem, and it necessarily affects personal consumption expenditures, the very heart of the economy (70% of GDP).
Look at the chart below, tracking household debt as a percentage of total compensation of employees, which I use as a proxy for earned income (click to enlarge). In just the few years after 2000 it zoomed from 113% to 180%. That's a serious challenge to solvency, no matter how low the Fed keeps rates.
I am not going to attempt a conclusion, today. Instead, since I still have my quant hat on, I am left wondering what are the statistical chances of the Fed succeeding in overcoming a massive debt-to-income imbalance with just monetary tools.
I don't know the answer- and can't know - because the data sample is tiny: just one occurrence, and it's still going on.


text:
The lone Swedish Pirate Party member of the European Parliament is drafting an Internet Bill of Rights. Will it be any more successful than the last few attemps?
Pirates aren't generally known for taking inspiration from America's Founding Fathers, but the lone Pirate Party member in the European Parliament is calling for an Internet "Bill of Rights."
Two weeks ago, MEP Christian Engström announced that he was partnering with the Greens to work on an Internet Bill of Rights that would one day be submitted to the European Parliament—and he wanted the collective wisdom of the "swarm" to help him draft such a document. Engström's own key principles were three: a set of fundamental rights (privacy, etc), network neutrality, and "mere conduit" protection for ISPs.
It's his view that the European Parliament may be ready to take up such a document now that it has laboriously finished hammering out the Telecoms Package, a set of reforms that included some mild protection against Internet disconnections.
He may be right, but hearing about another Internet "Bill of Rights" makes our collective eyes here in the Orbiting HQ glaze over just the teensiest little bit. Significant Internet policies, like network neutrality, are difficult to implement; bundling net neutrality with a list of other controversial rights (decriminalizing P2P use, for instance) makes such a project almost impossible to pass.
It's not as though an Internet Bill of Rights is a new project; indeed, the idea keeps popping up. Just a week before Engström's announcement, Internet historian Ian Peter called for a set of "Ten Commandments" for the Internet and suggested that the UN-backed Internet Governance Forum might draft such a document.
Groups involved with the IGF have been trying to do this for years. In 2005, an Internet Bill of Rights was first proposed "following an appeal (IBR, 2005) authored by the former chair of the European Data Protection Agencies Council, Stefano Rodotà, that highlighted the necessity of a 'Charter of the Rights of the Net.'" In 2006, the call was repeated at the IGF meeting in Athens. In 2007, Boing Boing (which is now excited about Engströ's project) praised an IGF Bill of Rights that included "really kick-ass values."
The Internet Rights and Principles group was formed to draft such a document and did some work between the next IGF meetings. It is still active, but it's not clear how much work continues to be done.
Internet-bill-of-rights.org, at one time a hub for the movement, no longer exists. More than four years after the Charter of the Rights of the Net was proposed, no such document guides the way that governments around the world approach the Internet.
Going back even further, EFF co-founder John Perry Barlow took inspiration from a different founding document and penned the "Declaration of the Independence of Cyberspace." The Declaration was "utopian" in more ways than one; it singled out cyberspace as a "non-space," a new world without borders or territory in which governments had no say. It was also hugely pompous in its grandiosity.
"Governments of the Industrial World, you weary giants of flesh and steel, I come from Cyberspace, the new home of Mind," it opened. "On behalf of the future, I ask you of the past to leave us alone. You are not welcome among us. You have no sovereignty where we gather...
"You claim there are problems among us that you need to solve. You use this claim as an excuse to invade our precincts. Many of these problems don't exist. Where there are real conflicts, where there are wrongs, we will identify them and address them by our means. We are forming our own Social Contract. This governance will arise according to the conditions of our world, not yours. Our world is different."
The Internet has muddled along pretty decently so far without any such founding documents, and past attempts at crafting them haven't come to much. But with the 'Net becoming increasingly crucial to people's lives, perhaps it's time for a Bill of Rights after all. If so, though, it faces the familiar obstacles: what organization would pass such a Bill? And who can agree on what it should say once you really try to include everyone: ISPs, content providers, public interest groups, law enforcement, and 4chan?
Source: ars technica


text:
"For contributing significantly to the theoretical understanding of such topics as black holes, gravitational radiation and quantum nondemolition measurements; for advocating tirelessly the development of gravitational radiation detectors; and for conveying lucidly the excitement of these topics to professional and lay audiences alike"
Background:Kip Thorne received his BS from Caltech in 1962 and his Ph.D. from Princeton in 1965. After two years of postdoctoral study, he returned to Caltech as an Associate Professor and was promoted to Professor of Theoretical Physics in 1970. He became The William R. Kenan Jr., Professor in 1981 and the Feynman Professor of Theoretical Physics in 1991.
Thorne's research has focused on gravitation physics and astrophysics, with emphasis on black holes and gravitational waves. He has mentored many of the leading theorists who now work on observational, experimental, or astrophysical facets of general relativity. He was co-founder of the LIGO Project (the Laser Interferometer Gravitational Wave Observatory), and he and his research group are now working on theoretical aspects of LIGO.
Thorne was elected to the American Academy of Arts and Sciences in 1972 and the National Academy of Sciences in 1973, and he is a fellow of the American Physical Society as well as a member of the American Astronomical Society. He has won the American Institute of Physics Science Writing Award in Physics and Astronomy (twice: 1969 and 1994), and the Phi Beta Kappa Science Writing Award (1994).


text:
Hey there! I think that mindfulness is a helpful thing to use. Hope you enjoy it. Visit my mindfulness blog post to learn more. I recently wrote Happy Dogs.
Mindful Mermaid
Once upon a time, there lived a mermaid who always had prefered to be having adventurous to staying in her mermaid cave. Her name was Evangeline E. (E stands for Emma) Rose. One day, her parents wanted her to be like her mermaid siblings. Despite what her parents wanted her to do, she wanted to be full of life. So she went to do some MM (mermaid meditation) to see who was right.
Even the meditation didn't help, so she fretted until a fairy godmother suddenly appeared and Evangeline exclaimed, "Thank goodness! Can you help me decide who's side to take?" So the godmother said, "Oh my goodness! I can help you by telling you to be mindful of your parents' choice." So Evangeline went to talk over her choice with her parents and after a while, they saw how mindful she was. They could also see that she had a point. So they let her continue to be adventurous and she lived happily ever after. That's the story of how Evangeline learned to be mindful.
If you look carefully, you can see Evangeline being mindful. She might give you mindful advice!


text:
Dragonbone Hatchling
Flutters about.
Wing flutter (constant); vocalizations (on-click)
Can commonly be found perched on the skeletal remains of dragons alongside Dragonbone Condors.
I had very bad luck on this pet. For me, it took alot of trys to get a good P/P.
I finally got one, and now I am Done! :)
Underrated and beautiful pet, far better than its sub 3 battle avg suggests. Worth noting that these beauties spawn (rapidly) in one of the best Leveling Areas in the game so, really no need to farm for a P/P rare. Simply fly East directly away to the bone pile nearest to the Stable Master (Wyrmrest Temple) with your Nex Whelp (or similar) and carry pet (above Lv 5 due to Cyclone). Fights take almost no time & you'll score all the rares of this pet & likely an S/S Alpine Hare as well.
Just got a rare P/P to drop after the 6th fight down at 55.1, 40.9 in Dragonblight. Level 21 1260/273/205 (@25 1481/325/244). This thing will be a monster against aquatics!
Can't go wrong with dragon in the name!! Pow pow!!
Just realized how strong this pet is against flying pets. Wow. A great pet to use in the celestial tournament as well.
It took me around 15 to finally get a rare a few days ago. Today flew by, decided to attack 1, seriously, just 1 just cause and it was a rare!! Annoys me some haha. I have a P/P and a H/P Idk which I will keep and level to 25. GL.
It took me over 50 fights to actually find a Rare. Heck, it took over 20 to even see an Uncommon. Thankful that is over, LOL.
Found rare at 60/63 - first one fought. They go down pretty fast, and come in clusters of 4-6.
Rare B/B (Dragonblight 64.6, 52.9. Server - Draenor EU, 16.24 CET) finally dropped after more than two hours of battles. Other posters seem to have had better luck than me finding rare spawns or having rares added on as extra combatants. Have yet to see a rare Tundra Penguin added on in any breed, which is unfortunate because I understand this is the best place to find them. High spawn rate plus nearby stable master at Temple makes this a nice place to level pets too.
This was pretty easy to aquire on my server... lots of them around. Just picked a spot near Wyrmrest Temple, there were several hatchlings, and even when I killed a few the re-spawns were fast. Took me about 5-6 tries to get one... also note, got upgrades on Tundra Penguin (Rare) and Shore Crab (Rare) as seconds before I got my rare Dragonbone Hatchling. 10-15 minutes of work, total.
Semi-easy find. There are loads of packs flying around, you just have to go through them and you'll come across a rare. It might still take a while though. Fun fact: the rare I found got me to level 90 haha.
My first attempt and I got a rare! Well I like to have atleast to of each pets, so I tried 2 more times, and a common and poor came up. I flied to another location near wyrmrest temple, and found another rare. That was simple just great :D
What a great night! My first attempt was a rare, but unfortunately I killed it trying out my brand new rare oily slimeling :( Retried 4 times and got a rare again. I did not mess up and kill this one thank goodness. 11:59pm server time on Misha. I was at the bones facing the entrance to Wyrmrest Temple slightly southwest. Hope yall have as much luck as I did!
I only saw uncommons and common in 20 min of farming. They have a fast respawn timer and hover around in big packs around the bone graves near wyrmrest temple. Most of the seconadry pets are rabbits and tundra penguins.
just got my rare on the 5th go, hp of 1338, for lvl 21. looks like they are getting better. very easy to find, just north of wurmrest temp all around the dragon bones. might want to kill a few of the big birds, one knocked me out of a fight.
happy hunting
I get my rare thanks to the Cadred's post. Thank you for the info.
These spawn in groups and in good quantity. I was able to farm one location for hours straight without any downtime. Rare spawns are roughly 1/30 from my exp. and Arctic Hare can spawn as secondary pet. These tend to be the fastest way to find an Arctic Hare due to the fact they are so spread out.
Found a rare one at 11:33 AM server time. It had 1095 health and was lvl 22. I think it's rather low health but go figure. I found it near the dragon skeletons close to wyrmrest temple. It's so cute and that's all I need haha :D
Happy catching!
- Seph
I have been killing these birds for hours and no rares. Blizz seems to be confused about this pet as shown below:
level 22 1142 hp white
1018; 1073; 1117; 1238 hp green
1155 hp Rare.
Go figure. Finally got my 'rare' :-/ But it has lower hp than my green. Anyone else seeing this wierd range on this pet or others you've collected?
Can be found where the adults are, generally around carcasses and bones. They usually are in high density (about 6 to a carcass), so they make great areas to level a team in quickly.


text:
Description: When Griffin Bing and his pal Ben discover an old Babe Ruth baseball card in a home about to be demolished, Griffin dreams of selling it for thousands and use his share of the money to help with his families growing financial woes. The boys are somewhat deflated when they present the card to collectibles dealer S. Wendell Palomino and he suggests that it is not an original but rather a reproduction and buys it for just $120. When the books read about the card in a newspaper and discover that the card was indeed an extremely rare misprint and worth millions of dollars. Outraged at having been taken advantage of, Griffin plans to steal the valuable card back from Palomino, also known as "Swindle." Will Griffin be successful in his plan to con the conman?
Review: Swindle is a delightful and quick read that I finished in one afternoon. It made me laugh in several places and by the end of the book, I had a big smile on my face. Griffin is known as "the man with a plan" amongst his group of friends. When he discovers his rare misprint of a Babe Ruth card was appraised incorrectly and is now being auctioned at a much higher rate, he gets angry but more importantly wants to get even. He recruits his friends, who all have a special talents (i.e. dog whisperer, an expert in technology, etc), and develops a plan to steal back his card.
Swindle has the traditional kids-versus-adults themed story that is purely plot-driven. Though there are some steps in the heist that are a bit stretch to believe in as an adult, I don't think younger readers will have any complaints. Things don't always go according to Griffin's plan, which is half the fun, but everything turns out all right in the end. Griffin even learns a lesson or two by the end of the book, which come naturally once the adults get involved with all that is happening.
Swindle would be a good choice for reluctant readers, who enjoy sports, especially boys. The chapters are short and the pace is quick. The characters with their quirky personalities make you laugh and want to root for them. You can almost always count on Korman to deliver a fun book and I look forward to reading more by this prolific writer.
Rating: 4 stars
Words of Caution: None. A great choice for a read aloud for Grades 3 and up.
If you like this book try: Heist Society by Ally Carter, Zoobreak by Gordon Korman, or The Boys Start a War by Phyllis Reynolds


text:
All Products
(11 Total)
View by Size:
Synopsis: | In Jarmusch's follow-up to his successful "Stranger than Paradise," he introduces us to three men: a pimp, an out-of-work disc jockey, and an Italian tourist. When the three break out of prison, they wander through the Louisiana swampland with some regrets about their new-found freedom. Slow-moving at times, beautifully shot throughout. Poignant and hilarious, the film is true to Jarmusch form: some will love the film's offbeat flair, and others will find it bothersome. |
Directed by: | Jim Jarmusch |
Producer(s): | Alan Kleinberg, Black Snake/Grokenberger Film Productions. |
Cast: | John Lurie, Tom Waits, Roberto Benigni, Ellen Barkin, Billie Neal, Rockets Redglare, Vernel Bagneris, Nicoletta Braschi |


text:
Not Chocolate Dipped Strawberries.
I clearly remember my first chocolate-covered strawberry experience.
My mom and I were at the mall (Greengate Mall to be exact, for you Pittsburghers), and just about to go up the escalator to the next floor. I imagine that it was in Hornes (remember Hornes turned Lazarus turned Macy's?) and they still had candy counters inside the department stores. There was no one at the counter, but there was a dish of chocolate on the counter. My mom got so excited and grabbed one for each of us, and I couldn't understand why. I even declined it.
She looked at me like I had 6 heads and told me it would probably be the best thing I had ever tasted.
It was not a fresh dipped strawberry either. It was one of those fully-covered chocolate ones that was dripping with sugary syrup.
It really was one of the best things I had ever tasted. I can still remember eating it with the syrup dripping down my chin as I was riding up the escalator.
I've been hooked ever since.
It's not a cheap addiction either, especially when you prefer Godiva.
Years later, I tore a page out of Better Homes and Gardens (yes, Tony Soprano-style) while in the doctor's office. It had an array of dipped strawberries, but no chocolate ones.
Another addiction was born.
Is there a better way to eat your fruit? I truly believe in making food as fun and enjoyable as possible.
Marshmallow cream and peanut butter.
Honey and freshly cracked black pepper.
Marshmallow cream and crushed cookies.
Honey and orange peel.
Peanut butter and crushed cookies.
Yogurt and blueberry granola.
Cream cheese frosting and toasted coconut.
Make snack time fun!
And since these are strawberries, they are healthy.
So eat up.
Don't forget to check out my post on Whirl!


text:
MOSCOW, July 29 (UPI) -- Russian energy company Gazprom said it may cut natural gas supplies to 13 national regions as a last resort to settle debt issues.
Thirteen regions, ranging from parts of Moscow to the North Caucasus republic of Kabardino-Balkar, were added to a list of troubled debtors by Gazprom, Russian news agency ITAR-Tass reported.
The report said the Moscow region had one of the heaviest debts to the Russian energy company with an estimated $320 million.
Gazprom in 2009 shut off gas supplies to Ukraine because of issues related to debt. That affected downstream consumers in the European Union because 80 percent of their Russian natural gas runs through Ukrainian pipelines built during the Soviet era.
The Russian report Monday said natural gas supply disruptions or cut offs are a last resort taken only when debtors ignore court orders or are otherwise estranged from Gazprom. ITAR-Tass reported while Moscow has the highest amount of debt, its shutdown would be minimal because utilities there are actively working on their debt obligations with Gazprom.


text:
Obstruction in sewer line causes sanitary sewer overflow at SW Canyon Ct.
July 9, 2012
For more information, contact Stephen Sykes, 503-823-7898
Obstruction in sewer line causes sanitary sewer overflow at SW Canyon Ct.
Due to an obstruction in a City owned sewer pipe, approximately 150 gallons of sewage overflowed from a manhole located in a private parking lot at 6400 SW Canyon Ct. today at approximately 12:00 p.m. The sewage flowed across the parking lot and entered a stormwater catch basin which discharges into an unnamed creek that eventually leads to Fanno Creek.
Maintenance crews have posted sewage warning signs at the spill location. People should avoid contact with stream water in this area for 48 hours because of elevated bacteria levels.
The Bureau of Environmental Services provides city residents with programs to protect water quality and public health, including wastewater collection and treatment, sewer construction and maintenance, stormwater management, and stream and watershed restoration.


text:
At first blush, the mercantilists' call for "free trade but fair trade" sounds reasonable. After all, who can be against fairness? Giving the idea just a bit of thought suggests that fairness as a guide for public policy lays the groundwork for tyranny. You say, "Williams, I've never heard anything so farfetched! Explain yourself."
Think about the First Amendment to our Constitution that reads: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances."
How many of us would prefer that the Founders had written the First Amendment so as to focus on fairness rather than freedom and instead wrote: Congress shall make no unfair laws respecting an establishment of religion, or prohibiting the fair exercise thereof; or abridging the fairness of speech, or of the press; or the right of the people to peaceably assemble in a fair fashion, and to fairly petition the Government for a redress of grievances"?
How supportive would you be to a person who argued that he was for free religion but fair religion, or he was for free speech but fair speech? Would you be supportive of government efforts to limit unfair religion and unfair speech? How might life look under a regime of fairness of religion, speech and the press?
Suppose a newspaper published a statement like "President Obama might easily end his term alongside Jimmy Carter as one of America's worse presidents." Some people might consider that fair speech while other people denounce it as unfair speech. What to do? A tribunal would have to be formed to decide on the fairness or unfairness of the statement. It goes without saying that the political makeup of the tribunal would be a matter of controversy.
Once such a tribunal was set up, how much generalized agreement would there be on what it decreed? And, if deemed unfair speech, what should the penalties be?
The bottom line is that what's fair or unfair is an elusive concept and the same applies to trade. Last summer, I purchased a 2010 LS 460 Lexus, through a U.S. intermediary, from a Japanese producer for $70,000. Here's my question to you: Was that a fair or unfair trade? I was free to keep my $70,000 or purchase the car. The Japanese producer was free to keep his Lexus or sell me the car. As it turned out, I gave up my $70,000 and took possession of the car, and the Japanese producer gave up possession of the car and took possession of my money. The exchange occurred because I saw myself as being better off and so did the Japanese producer. I think it was both free and fair trade, and I'd like an American mercantilist to explain to me how it wasn't.
Mercantilists have absolutely no argument when we recognize that trade is mostly between individuals. Mercantilists pretend that trade occurs between nations such as U.S. trading with England or Japan to appeal to our jingoism. First, does the U.S. trade with Japan and England? In other words, is it members of the U.S. Congress trading with their counterparts in the Japanese Diet or the English Parliament? That's nonsense. Trade occurs between individuals in one country, through intermediaries, with individuals in another country.
Who might protest that my trade with the Lexus manufacturer was unfair? If you said an American car manufacturer and their union workers, go to the head of the class. They would like Congress to restrict foreign trade so that they can sell their cars at a pleasing price and their workers earn a pleasing wage. As a matter of fact, it's never American consumers who complain about cheaper prices. It's always American producers and their unions who do the complaining. That ought to tell us something.


text:
Yesterday's Results: In the maroon game, Steve coaxed a grounder out of Julie Hibbard to end the inning. And in the purple game...we have our first run scored! Bryan lined a 2-0 fastball off Tony into right field for a run-scoring single, putting Rancho Ardiendo up 1-0 and resetting the 1st and 2nd with 2 outs situation.
Today's Matchups and Game: In the maroon game, it's now Sweeney Sour Pork's turn to swing the bats. John G takes the mound to face Arrogant Bastard. In the purple game, Dusto Magnifico tries to stop the bleeding, while Cigarcow I guess tries to continue the bleeding. And this is the game for today. It's actually somewhat relevant. Sorry about that.
Also, I've updated the upcoming matchups so you can plan your week.
So John G, Arrogant Bastard, Dusto, and Cigarcow, please submit a screenshot of your high score (only your first submission will count), include your screenname somewhere in your email, and don't reveal your score to anyone but SoSG. Good luck!


text:
Celebrate Our Dentists and Dental Assistants the Month of March!
March is the month for the dental community. Every year at this time, we honor National Dentist's Day (March 6th) and Dental Assistants Recognition Week in the first full week in March (March 7-13, 2021). These days recognize and say thank you to our fellow dentists and dental assistants for helping people take great care of their teeth. Spring is... read more »


text:
GLSL Programming/GLUT/Smooth Specular Highlights
This tutorial covers per-pixel lighting (also known as Phong shading).
It is based on the tutorial on specular highlights. If you haven't read that tutorial yet, you should read it first. The main disadvantage of per-vertex lighting (i.e. of computing the surface lighting for each vertex and then interpolating the vertex colors) is the limited quality, in particular for specular highlights as demonstrated by the figure to the left. The remedy is per-pixel lighting which computes the lighting for each fragment based on an interpolated normal vector. While the resulting image quality is considerably higher, the performance costs are also significant.
Per-Pixel Lighting (Phong Shading) edit
Per-pixel lighting is also known as Phong shading (in contrast to per-vertex lighting, which is also known as Gouraud shading). This should not be confused with the Phong reflection model (also called Phong lighting), which computes the surface lighting by an ambient, a diffuse, and a specular term as discussed in the tutorial on specular highlights.
The key idea of per-pixel lighting is easy to understand: normal vectors and positions are interpolated for each fragment and the lighting is computed in the fragment shader.
Shader Code edit
Apart from optimizations, implementing per-pixel lighting based on shader code for per-vertex lighting is straightforward: the lighting computation is moved from the vertex shader to the fragment shader and the vertex shader has to write the attributes required for the lighting computation to varyings. The fragment shader then uses these varyings to compute the lighting (instead of the attributes that the vertex shader used). That's about it.
In this tutorial, we adapt the shader code from the tutorial on specular highlights to per-pixel lighting. The resulting vertex shader looks like this:
attribute vec4 v_coord;
attribute vec3 v_normal;
varying vec4 position; // position of the vertex (and fragment) in world space
varying vec3 varyingNormalDirection; // surface normal vector in world space
uniform mat4 m, v, p;
uniform mat3 m_3x3_inv_transp;
void main()
position = m * v_coord;
varyingNormalDirection = normalize(m_3x3_inv_transp * v_normal);
mat4 mvp = p*v*m;
gl_Position = mvp * v_coord;
Most of the work is now done in the fragment shader:
varying vec4 position; // position of the vertex (and fragment) in world space
varying vec3 varyingNormalDirection; // surface normal vector in world space
uniform mat4 m, v, p;
uniform mat4 v_inv;
struct lightSource
vec4 position;
vec4 diffuse;
vec4 specular;
float constantAttenuation, linearAttenuation, quadraticAttenuation;
float spotCutoff, spotExponent;
vec3 spotDirection;
lightSource light0 = lightSource(
vec4(0.0, 1.0, 2.0, 1.0),
vec4(1.0, 1.0, 1.0, 1.0),
vec4(1.0, 1.0, 1.0, 1.0),
0.0, 1.0, 0.0,
180.0, 0.0,
vec3(0.0, 0.0, 0.0)
vec4 scene_ambient = vec4(0.2, 0.2, 0.2, 1.0);
struct material
vec4 ambient;
vec4 diffuse;
vec4 specular;
float shininess;
material frontMaterial = material(
vec4(0.2, 0.2, 0.2, 1.0),
vec4(1.0, 0.8, 0.8, 1.0),
vec4(1.0, 1.0, 1.0, 1.0),
void main()
vec3 normalDirection = normalize(varyingNormalDirection);
vec3 viewDirection = normalize(vec3(v_inv * vec4(0.0, 0.0, 0.0, 1.0) - position));
vec3 lightDirection;
float attenuation;
if (0.0 == light0.position.w) // directional light?
attenuation = 1.0; // no attenuation
lightDirection = normalize(vec3(light0.position));
else // point light or spotlight (or other kind of light)
vec3 positionToLightSource = vec3(light0.position - position);
float distance = length(positionToLightSource);
lightDirection = normalize(positionToLightSource);
attenuation = 1.0 / (light0.constantAttenuation
+ light0.linearAttenuation * distance
+ light0.quadraticAttenuation * distance * distance);
if (light0.spotCutoff <= 90.0) // spotlight?
float clampedCosine = max(0.0, dot(-lightDirection, light0.spotDirection));
if (clampedCosine < cos(radians(light0.spotCutoff))) // outside of spotlight cone?
attenuation = 0.0;
attenuation = attenuation * pow(clampedCosine, light0.spotExponent);
vec3 ambientLighting = vec3(scene_ambient) * vec3(frontMaterial.ambient);
vec3 diffuseReflection = attenuation
* vec3(light0.diffuse) * vec3(frontMaterial.diffuse)
* max(0.0, dot(normalDirection, lightDirection));
vec3 specularReflection;
if (dot(normalDirection, lightDirection) < 0.0) // light source on the wrong side?
specularReflection = vec3(0.0, 0.0, 0.0); // no specular reflection
else // light source on the right side
specularReflection = attenuation * vec3(light0.specular) * vec3(frontMaterial.specular)
* pow(max(0.0, dot(reflect(-lightDirection, normalDirection), viewDirection)), frontMaterial.shininess);
gl_FragColor = vec4(ambientLighting + diffuseReflection + specularReflection, 1.0);
Note that the vertex shader writes a normalized vector to varyingNormalDirection
in order to make sure that all directions are weighted equally in the interpolation. The fragment shader normalizes it again because the interpolated directions are no longer normalized.
Summary edit
Congratulations, now you know how per-pixel Phong lighting works. We have seen:
- Why the quality provided by per-vertex lighting is sometimes insufficient (in particular because of specular highlights).
- How per-pixel lighting works and how to implement it based on a shader for per-vertex lighting.
Further Reading edit
If you still want to know more
- about the shader version for per-vertex lighting, you should read the tutorial on specular highlights.
Back to OpenGL Programming - Lighting section | Back to GLSL Programming - GLUT section |


text:
Rafah Border Crossing, between Egypt and Gaza — Hundreds of Palestinian residents of the Gaza Strip arrived here by the busload Saturday to pass through the reopened border into Egypt, taking the first tangible steps out of the Israeli occupation after years of deadlocked peace talks.
"I feel this is the start of freedom," said Hasna el-Ryes, 45, a Gaza resident waiting to cross into Egypt so she could travel to visit sons studying in Britain. "You can't imagine how much we have suffered."
While a gradual loosening of the border controls over the last year had already allowed some Gaza residents to cross — registered students or those seeking medical treatment — many of those making the trip on Saturday said they felt a new stirring of hope at Egypt's announcement that it was breaking the blockade imposed on Gaza five years ago when the militant group Hamas took over.
They cheered the decision as a humanitarian gesture to residents of Gaza but also as an important concession to make possible the reconciliation deal that Egypt brokered between Hamas and the moderate Palestinian faction Fatah. And they saluted the Egyptian revolution that brought about Egypt's new spirit of independence.
"The people are taking their rights, and when the Egyptians rise it helps the Palestinians," said Faris Awad, 48, returning to visit family in Cairo for the first time since the start of the blockade, just in time for a wedding.
Musbah Mohamed Halawin, 59, waiting in a wheelchair to travel to Cairo for the first time in 30 years, called the Egyptians "brothers." "Egypt is the only thing we have after God," he said.
Samah Ahmad, 30, did a little dance as she raced down a hall holding out her freshly stamped Palestinian passport. She said she had tried to cross twice in the last 10 days— rejected once by the Palestinian authorities and once by the Egyptians.
Now, she was planning to travel to Turkey for a meeting of activists to discuss ways to build on the reconciliation agreement between Hamas and Fatah. "Now we are starting our own revolution, not to tear down the Palestinian government but to rebuild it," she said. "We are still under occupation, and we need to be like one hand to overcome it."
Many noted that Saturday's opening was in a sense an extension of a gradual loosening, first by Israel last year in the aftermath of its forces' killing of nine participants in a Turkish aid flotilla trying to enter Gaza. In the second half of last year, about 19,000 people a month crossed the Rafah border both ways, slightly less than half the rate before the blockade. After the revolution, Egypt began loosening its border restrictions as well. By the beginning of May, the crossing was already open several days a week, and patients needing medical treatment, registered students, and some others were allowed to cross.
And the formal, seven-days-a-week opening on Saturday did not remove all restrictions. It left in place a blockade on the shipment into Gaza of goods, including concrete badly needed to repair buildings damaged by clashes between Israel and Hamas. "This is good, but we are looking for Egypt to break the siege, to allow the shipment of cement and trade," said Gamal el-Din, a Palestinian engineer entering Egypt.
There are still restrictions on passengers as well. Although women, children and older Palestinians can now enter Egypt without a visa, men 18 to 40 years old are required to obtain one, for security reasons.
Fala el-Helow, 35, had taken her 16-year-old son out of school before exams to bring him on the historic border crossing, to visit a sick brother studying in Cairo, after she had been turned away at the border just a week before. But she said she could still not bring her husband, 39.
After years caught between the conflicting and sometimes capricious bureaucracies of Israel, Egypt and the Palestinian Authority, she said she was tempering her expectations. "The Egyptians are moody," she said, as an Egyptian customs officer standing on a stool behind a counter called out names and tossed stamped passports into a waiting crowd of Palestinians. "You never know what they will do."
While the terminal holding Egyptians entering Gaza remained almost empty for most of the day, a steady stream of Gazans kept flowing the other way. Aish el-Meleit, a 55-year-old farmer, said he had come for a chance to visit an ailing aunt in Egypt; he had missed the death and funerals of both his parents because of the blockade.
By early afternoon, six buses, each carrying about 50 travelers, had dropped their passengers on the Palestinian side, the crossing's police said. Only two travelers had been returned from the Egyptian side, compared with nearly 40 on a typical day last week.
Some arrived with inflated expectations. Abu Mohamed, 70, a Palestinian who has lived for the last 60 years in the Egyptian town of El Arish near the border, arrived before 9 a.m. hoping for the first chance in 30 years to see his family in Gaza. He had been unable to obtain a passport from the Palestinian Authority, which issues then in cooperation with Israel, and he hoped to enter on a letter he had obtained from Egyptian officials.
But after a few hours of rejection by the border guards, he stormed off, cursing. "After 60 years, how could they not let us in? Disgusting," he said.
Still, Hosni Hamid, 63, who operates the snack bar inside the Palestinian waiting area, said that he believed the traffic had doubled or tripled from the usual day, and that business was booming. "Palestinians should visit Egypt; Egyptians should visit Palestinians. It is good for everyone," he said. "Why not?"


text:
The source of this picture is unknown. Found it on the net.
UPDATE: I've been told that this isn't actually Gordon by some people who say they know him.
Don't take this picture as gospel. Tkx.
- Real Name: Gordon Copley
- Birthdate: Unknown
- Birthplace: Pasadena, CA USA
- Band Position: Bass Guitar
- Started in Band: Spring 1986
- Left Band: Spring 1986
- Album Appearances: Seventh Star (No Stanger to Love Only)
- Other Bands: Lita Ford Band, Bill Ward Band


text:
Learn — Fuel your customer obsession. Together we will explore the latest marketing trends and strategies that can impact your marketing programs. You will leave with valuable takeaways that you can share with your own marketing teams on topics such as consumer insights, mobile, social, email, display, as well as data and analytics. |
Share — Hear how others do it. Interact with marketing peers and subject matter experts during customizable roundtable discussions that explore the challenges and successes that come with intelligently engaging today's hyperconnected consumer. |
Network — Make new connections. Join us for a networking cocktail reception where you can continue conversations and develop new professional relationships. |


text:
DETROIT (AP) — Coco Crisp sprinted in from deep center field to put himself in position to make a basket catch that would end the seventh inning with the Oakland Athletics clinging to a one-run lead.
Instead, the ball off Miguel Cabrera's bat hit the heel of Crisp's glove, popped in and out of the mitt's webbing and left him trying to snag it with his bare right hand on a third attempt to make a key play.
"I had to make a decision between turning my glove over and going for the basket catch or trying to slide into the ball," Crisp said. "I've made the catch both ways, and obviously this time, I made the wrong decision."
Crisp couldn't get a grip and the Tigers took advantage with two runs that helped them beat Oakland 5-4 Sunday and take a 2-0 lead in their AL division series.
"It was an unfortunate play for them and a fortunate play for us," Detroit Tigers manager Jim Leyland said. "That's the human element of the game."
The Athletics will face elimination in Game 3 on Tuesday.
"They're not going to cash it in, trust me," Leyland said. "We've got a long way to go."
The A's will host the next three games — if they make them necessary in the five-game series.
Baseball is using a 2-3 format in the division series because there wasn't enough time to have an extra travel day with an extra wild-card team in both leagues.
After Crisp's error, Oakland responded with two runs in the eighth to get the lead back — on a wild pitch and Josh Reddick's solo homer — but blew it again in the home half before losing the possibly pivotal game in the ninth inning.
Reliever Ryan Cook got two outs in the eighth, but threw a wild pitch that allowed Don Kelly to score and make it 4-all.
"Both teams made some mistakes that got the other team in the game," A's manager Bob Melvin said.
Kelly ended the game in the ninth with a sacrifice fly off closer Grant Balfour that scored Omar Infante and put the A's in a tough spot.
Oakland hopes it can draw on its comeback experience from late in the regular season.
The AL West champions became the first team in baseball history to win a division or pennant after being behind by at least five games with fewer than 10 games left, capping the remarkable rally with a three-game sweep against Texas that erased a two-game deficit.
"We're not packing it in. We don't do that, or we wouldn't be here," Oakland second baseman Cliff Pennington said. "We'll keep fighting until we're done, one way or the other. We've been doing this all year."
Crisp has been covering a lot of ground in the outfield this season, his third with the A's, and throughout his career that started in Cleveland a decade ago and continued in Boston and Kansas City.
When Cabrera hit a relatively soft fly to center, the Triple Crown slugger was sure two runners were going to be stranded because he expected Crisp to make the catch, even though he was in deep center at the crack of the bat.
"We're lucky," Cabrera acknowledged.
The A's deserved to win the division, coming back to beat the Rangers, and they will have earned a spot in the AL championship series if they can rally in the division series well enough to win three straight.
Oakland is down, but far from out.
Barring a setback, the A's are expecting right-hander Brett Anderson to start in Game 3 in his first outing since straining his right oblique Sept. 19 at Detroit. The Tigers will counter with righty Anibal Sanchez, hoping he can help them advance to the ALCS for the second straight year and third time since 2006 when they swept Oakland.
"We've been doing this all year," Reddick said. "We've got a great pitcher going, and we just need to get him some run support."


text:
WASHINGTON (CNN) -- With potential perjury accusations hanging over him, embattled Attorney General Alberto Gonzales sent a letter to Senate leaders Wednesday acknowledging he "may have created confusion" in his previous testimony.
Attorney General Alberto Gonzales writes of his concern with "suggestions that my testimony was misleading."
But he said he did not mean to mislead senators and was "determined to address any such impression."
In a two-page letter to Sen. Patrick Leahy, the Vermont Democrat who is chairman of the Senate Judiciary Committee, Gonzales defended his testimony while conceding he was not clear when he described highly classified National Security Agency surveillance activities.
"I am deeply concerned with suggestions that my testimony was misleading, and am determined to address any such impression," Gonzales told Leahy.
"I recognize that the use of the term 'Terrorist Surveillance Program' and my shorthand reference to the 'program' publicly 'described by the President' may have created confusion, particularly for those who are knowledgeable about the NSA activities authorized in the presidential order described by the DNI [director of national intelligence], and who may be accustomed to thinking of them or referring to them together as a single NSA 'program,' " Gonzales wrote.
The distinction of whether there was only one program or whether "other intelligence activities" constituted a separate program from the confirmed Terrorist Surveillance Program is critical.
Gonzales had insisted under oath that there was no dissent within the administration over the president's program.
Later, Gonzales' former deputy, James Comey, and FBI Director Robert Mueller testified there was intense debate within the administration.
Gonzales testified there was no dissent over the no-warrant eavesdropping program acknowledged by President Bush in December 2005. Gonzales said that dissent erupted over "other intelligence activities."
He would not discuss what he meant by "other."
On Tuesday, Director of National Intelligence Mike McConnell sent a letter to the committee explaining that the no-warrant eavesdropping program is "the only aspect" of surveillance activities run by the NSA that can be discussed publicly.
As the heat turns up on Gonzales, the attorney general offered to give Leahy a special briefing.
But Leahy declined.
"The attorney general's legalistic explanation of his misleading testimony under oath before the Senate Judiciary Committee last week is not what one should expect from the top law enforcement officer of the United States," Leahy said.
"It is time for full candor to enforce the law and promote justice, rather than word parsing."
Leahy said that Gonzales has until the end of this week to correct and supplement his testimony.
"I hope he will take that opportunity to clarify the many issues on which he appears not to have been forthcoming and to tell the Senate Judiciary Committee and the American people the whole truth," Leahy said.
Meanwhile Wednesday, Bush administration officials and the Democratic congressional leadership struggled to reach agreement on a proposal to enhance the government's ability to eavesdrop on the communications of foreign targets abroad.
The administration is pressing Congress to act before it leaves on its August recess at the end of the week, citing concerns about a heightened terror threat.
McConnell and Congressional Democrats have been exchanging proposals that would amend the Foreign Intelligence Surveillance Act (FISA) and allow for surveillance of foreign targets.
One of the sticking points involves intercepted communications where one end turns out to be in the United States.
The proposal gives the attorney general the authority to approve and monitor the surveillance.
However, the Democrats want the FISA court -- the special panel that has to approve any wiretaps involving people in the U.S. -- to oversee the eavesdropping and authorize warrants when there is a pattern of calls from a foreign target to the United States. E-mail to a friend
All About Alberto Gonzales


text: Free House PlansI know these house plans might not be the newest fangled fancy house plans. But they are good plans and might give you some ideas for your house. Best of all there are over 6 actual free house plans. Actual free floor plans are something that is hard to find on the internet. These house floor plans came from several sources most all of them were developed in cooperation with the United States Department of Agriculture from the 1930's to the 1980's. Even though these home plans were developed 20 or even 80 years ago there are some cool house plans in the bunch. Have fun!!!! I layed out the site out in categories. Currently these include Ranch House Plans and A-Frame House Plans. The category pages have small pictures of the Houses. The individual pages have bigger pictures of what the house in the plans looks like. Then there is a link to the free house plan in PDF form. For this Free House Plan see Ranch House Plan 3 Bedroom with Carport Disclaimer: These free house plans are presented as is and are not warrantied in any way. They need to be checked by competent house designers and builders before using. They may not be up to building codes for your area. They are mainly to give you ideas and talking points with your home designer and home builder. You agree to use these plans at your own risk. |


text:
HTML Character Sets
To display an HTML page correctly, the browser must know what character set (character encoding) to use.
HTML Character Sets
What is the correct character encoding to use in HTML?
For HTML5, the default character encoding is UTF-8.
This has not always been the case. The character encoding for the early web was ASCII.
Later, from HTML 2.0 to HTML 4.01, ISO-8859-1 was considered the standard.
With XML and HTML5, UTF-8 finally arrived, and solved a lot of character encoding problems.
Below is a brief description of the character encoding standards.
In the Beginning: ASCII
Computer information (numbers, texts, and pictures) is stored as binary ones and zeros (01000101) in the electronics.
To standardize the storing of alphanumeric characters, the American Standard Code for Information Interchange (ASCII) was created. It defined a unique binary 7-bits number for each storable character to support the numbers from 0-9, the upper/lower case English alphabet (a-z, A-Z), and some special characters like ! $ + - ( ) @ < > .
Since ASCII used one byte (7 bits for the character, and one of bit for transmission parity control), it could only represent 128 different characters. In addition 32 of these characters were reserved for other control purposes.
The biggest weakness with ASCII was that it excluded non English letters.
ASCII is still in widespread use today, especially in large mainframe computer systems.
For a closer look, please study our Complete ASCII Reference.
In Windows: ANSI
ANSI (also called Windows-1252) was the default character set in Windows, up to Windows 95.
ANSI is an extension to ASCII, with added international characters. It uses a full byte (8-bits) to represent 256 different characters.
Since ANSI has been the default character set in Windows, it is supported by all browsers.
For a closer look, please study our Complete ANSI Reference.
In HTML 4: ISO-8859-1
Since most countries use characters outside ASCII, the default character encoding in the HTML 2.0 standard was changed to ISO-8859-1.
ISO-8859-1 is an extension to ASCII, with added international characters. Like ANSI, it uses a full byte to represent twice as many characters than ASCII.
When browsers detect ISO-8859-1 in a web page, they normally default to ANSI, because ANSI is identical to ISO-8859-1 except that ANSI has 32 extra characters.
If an HTML 4 web page uses a different character-set than ISO-8859-1, it should be specified in the <meta> tag like:
<meta http-equiv="Content-Type" content="text/html;charset=ISO-8859-8">
The default character set for HTML5 is UTF-8.
All HTML 4 processors support
UTF-8, and all HTML5 and XML processors support both UTF-8 and UTF-16.
For a closer look, please study our Complete ISO-8859-1 Reference.
In HTML5: Unicode UTF-8
Because the character sets listed above are limited, and not compatible in multilingual environments, the Unicode Consortium developed the Unicode Standard.
The Unicode Standard covers (almost) all the characters, punctuations, and symbols in the world.
Unicode enables processing, storage, and transport of text, independent of platform and language.
The default character encoding in HTML5 is UTF-8.
For a closer look, please study our Complete Unicode Reference.